Has
NC
LB S
et B
ack
Scie
nce
and
Soci
al S
tudi
es? D
ale
Ballo
uJe
ffrey
A. S
prin
ger
Van
derb
ilt U
nive
rsity
Aug
ust,
2009
The
Con
cern
: C
urric
ulum
N
arro
win
g
NC
LB h
olds
sch
ools
acc
ount
able
for s
tude
nt
perfo
rman
ce in
mat
hem
atic
s an
d re
adin
g/E
nglis
h la
ngua
ge a
rts.
This
cre
ates
an
ince
ntiv
e to
neg
lect
oth
er s
ubje
cts.
Sur
veys
of d
istri
cts,
prin
cipa
ls, a
nd te
ache
rs in
dica
te
time
devo
ted
to o
ther
sub
ject
s ha
s de
crea
sed.
How
ever
, the
cas
e m
ay b
e ov
erst
ated
:
Rea
ding
& m
ath
are
com
plem
enta
ry w
ith o
ther
ac
adem
ic s
ubje
cts.
Sur
vey
resp
onse
s bl
amin
g N
CLB
for d
isto
rtion
s to
th
e cu
rric
ulum
may
be
self-
serv
ing.
Low
leve
ls o
f ach
ieve
men
t in
scie
nce,
soc
ial s
tudi
es
by n
on-c
olle
ge b
ound
may
put
NC
LB in
a p
ositi
on to
do
littl
e da
mag
e.
Har
d ev
iden
ce is
mis
sing
.
This
stu
dy a
ttem
pts
to d
eter
min
e w
heth
er N
CLB
has
re
duce
d sc
ienc
e an
d so
cial
stu
dies
ach
ieve
men
t in
Sou
th C
arol
ina
and
Virg
inia
.
Dat
a fro
m S
choo
l Rep
ort C
ards
: pe
rcen
t pro
ficie
nt
and
perc
ent a
dvan
ced
in re
adin
g/E
LA, m
ath,
sc
ienc
e, s
ocia
l stu
dies
.
Sout
h C
arol
ina
Test
ing
&
Acc
ount
abili
ty
Sci
ence
and
soc
ial s
tudi
es te
sted
in g
rade
s 3-
8Te
stin
g be
gan
in 2
003.
R
esul
ts a
re u
sed
in s
tate
acc
ount
abili
ty s
yste
m.
Suc
cess
ful s
choo
ls a
re re
cogn
ized
with
mod
est
finan
cial
rew
ards
. Th
ere
are
no s
tate
san
ctio
ns fo
r fa
iling
, bey
ond
NC
LB s
anct
ions
bas
ed o
n re
adin
g an
d m
ath.
No
stak
es fo
r stu
dent
s.
Virg
inia
Tes
ting
& A
ccou
ntab
ility
Sci
ence
and
soc
ial s
tudi
es in
gra
des
3,5,
& 8
, 199
8-20
07H
igh
Sch
ool t
ests
in s
cien
ce a
nd s
ocia
l stu
dies
, 19
98-2
000.
End
-of-c
ours
e ex
ams
in re
adin
g/E
LA, a
lgeb
ra,
geom
etry
, ear
th s
cien
ce, b
iolo
gy, c
hem
istry
, wor
ld
hist
ory
(I &
II),
US
& V
A h
isto
ry, w
orld
geo
grap
hy,
2003
-200
7.
Virg
inia
Tes
ting
& A
ccou
ntab
ility
(c
ont.)
Res
ults
in a
ll fo
ur s
ubje
ct a
reas
are
use
d to
de
term
ine
scho
ol a
ccre
dita
tion.
For s
tand
ard
high
sch
ool d
iplo
ma,
stu
dent
s m
ust
pass
one
end
-of-c
ours
e ex
am in
eac
h su
bjec
t are
a (tw
o in
Eng
lish)
.
Res
earc
h St
rate
gy:
Phas
e O
ne
Bas
ed o
n pr
e-N
CLB
per
form
ance
, we
clas
sify
sc
hool
s as
- H
igh
risk
of fa
iling
to m
ake
AY
P.
- Lo
w ri
sk o
f fai
ling
to m
ake
AY
P.
- M
oder
ate
risk
of fa
iling
to m
ake
AY
P.
Com
pare
tren
ds in
sci
ence
and
soc
ial s
tudi
es
acro
ss g
roup
s.C
ontra
st th
at c
ompa
rison
with
the
sam
e co
mpa
rison
for r
eadi
ng a
nd m
ath.
If N
CLB
Has
Led
to C
urric
ulum
Nar
row
ing,
Wha
t Do
We
Expe
ct to
See
?
A d
eclin
e in
sci
ence
and
soc
ial s
tudi
es in
hig
h-ris
k co
mpa
red
to m
oder
ate-
and
low
-ris
k sc
hool
s (o
r les
s of
an
impr
ovem
ent).
A m
ore
pron
ounc
ed d
eclin
e in
hig
her g
rade
s an
d la
ter c
ohor
ts, w
here
stu
dent
s ha
ve b
een
expo
sed
to
NC
LB th
e lo
nges
t.G
reat
er g
ains
in h
igh-
risk
vis-
à-vi
s lo
w-r
isk
scho
ols
in m
ath
and
read
ing,
com
pare
d w
ith s
cien
ce a
nd
soci
al s
tudi
es.
In V
irgin
ia, w
e se
e vi
rtua
lly n
one
of
thes
e ef
fect
s.
The
perc
ent p
rofic
ient
has
gen
eral
ly ri
sen
in s
cien
ce
and
soci
al s
tudi
es, w
ith th
e ga
p be
twee
n lo
w ri
sk
and
high
risk
sch
ools
clo
sing
.A
t the
ele
men
tary
leve
l, th
is p
roce
ss s
tarte
d be
fore
N
CLB
. Th
ere
has
been
a te
nden
cy to
pla
teau
at
high
leve
ls o
f pro
ficie
ncy
in re
cent
yea
rs.
406080100(mean) psc_ss_g3
1998
2000
2002
2004
2006
2008
Yea
r
Hig
h R
isk
Low
Ris
kM
oder
ate
Ris
k
Per
cent
age
Pro
ficie
ntV
A A
chie
vem
ent T
rend
s fo
r Soc
ial S
tudi
es, G
rade
3
20406080100(mean) psc_ss_g5
1998
2000
2002
2004
2006
2008
Year
Hig
h R
isk
Low
Ris
kM
oder
ate
Ris
k
Perc
enta
ge P
rofic
ient
VA A
chie
vem
ent T
rend
s fo
r Soc
ial S
tudi
es, G
rade
5
60708090100(mean) psc_sc_g8
1998
2000
2002
2004
2006
2008
Year
Hig
h R
isk
Low
Ris
kM
oder
ate
Ris
k
Perc
enta
ge P
rofic
ient
VA A
chie
vem
ent T
rend
s fo
r Sci
ence
, Gra
de 8
Res
ults
: Vi
rgin
ia (c
ont.)
On
high
sch
ool e
nd-o
f-cou
rse
exam
s, p
erce
nt
prof
icie
nt h
as ri
sen
in s
cien
ce a
nd s
ocia
l stu
dies
.Th
e ga
p be
twee
n hi
gh ri
sk a
nd lo
w ri
sk s
choo
ls h
as
narr
owed
.Th
ere
is n
o ac
hiev
emen
t dro
p-of
f in
high
risk
sc
hool
s am
ong
late
r coh
orts
75808590(mean) psc_bi_c
2003
2004
2005
2006
2007
year
Hig
h R
isk
Low
Ris
kM
oder
ate
Ris
k
Per
cent
age
Pro
ficie
ntV
A A
chie
vem
ent T
rend
s fo
r Bio
logy
7580859095(mean) psc_wh2_c
2003
2004
2005
2006
2007
year
Hig
h R
isk
Low
Ris
kM
oder
ate
Ris
k
Perc
enta
ge P
rofic
ient
VA A
chie
vem
ent T
rend
s fo
r Wor
ld H
isto
ry 2
Res
ults
: Vi
rgin
ia (c
ont.)
Sim
ilar p
atte
rns
are
foun
d w
hen
we
com
pare
re
adin
g an
d m
ath
achi
evem
ent o
f tre
atm
ent a
nd
cont
rol s
choo
ls.
405060708090(mean) psc_ma_g5
1998
2000
2002
2004
2006
2008
Yea
r
Hig
h R
isk
Low
Ris
kM
oder
ate
Ris
k
Per
cent
age
Pro
ficie
ntV
A A
chie
vem
ent T
rend
s fo
r M
athe
mat
ics,
Gra
de 5
5060708090(mean) psc_eR_g8
1998
2000
2002
2004
2006
2008
Yea
r
Hig
h R
isk
Low
Ris
kM
oder
ate
Ris
k
Per
cent
age
Pro
ficie
ntV
A A
chie
vem
ent T
rend
s fo
r Rea
ding
, Gra
de 8
Res
ults
: Vi
rgin
ia (c
ont.)
Pro
gres
s at
the
adva
nced
leve
l has
bee
n m
ore
erra
tic.
The
gap
betw
een
low
and
hig
h ris
k sc
hool
s ha
s re
mai
ned
stab
le o
r wid
ened
slig
htly
.
2030405060(mean) asc_ss_g5
1998
2000
2002
2004
2006
2008
Year
Hig
h R
isk
Low
Ris
kM
oder
ate
Ris
k
Perc
enta
ge A
dvan
ced
VA A
chie
vem
ent T
rend
s fo
r Soc
ial S
tudi
es, G
rade
5
202530354045(mean) asc_wh2_c
2003
2004
2005
2006
2007
year
Hig
h R
isk
Low
Ris
kM
oder
ate
Ris
k
Perc
enta
ge A
dvan
ced
VA A
chie
vem
ent T
rend
s fo
r Wor
ld H
isto
ry 2
Like
wis
e, in
Sou
th C
arol
ina
the
visu
al
evid
ence
doe
s no
t ind
icat
e su
bsta
ntia
l cu
rric
ulum
nar
row
ing.
Per
cent
pro
ficie
nt h
as tr
ende
d up
war
d in
sci
ence
an
d so
cial
stu
dies
in S
C.
Gai
ns a
re n
ot a
s gr
eat a
s in
Virg
inia
.Th
e ga
p be
twee
n hi
gh ri
sk a
nd lo
w ri
sk s
choo
ls h
as
rem
aine
d st
able
rath
er th
an s
hrin
king
(but
not
w
iden
ing,
as
the
hypo
thes
is p
redi
cts)
.
1020304050(mean) p_prof_SC_g05_all
2003
2004
2005
2006
2007
2008
year
Hig
h R
isk
Low
Ris
kM
oder
ate
Ris
k
% P
rofic
ient
- Lo
w, M
oder
ate
& H
igh
Ris
k G
roup
sS
C G
rade
5 A
chie
vem
ent T
rend
s in
Sci
ence
10203040(mean) p_prof_SS_g07_all
2003
2004
2005
2006
2007
2008
year
Hig
h R
isk
Low
Ris
kM
oder
ate
Ris
k
% P
rofic
ient
- Lo
w, M
oder
ate
& H
igh
Ris
k G
roup
sSC
Gra
de 7
Ach
ieve
men
t Tre
nds
in S
ocia
l Sci
ence
Res
ults
: SC
(con
t.)
Ther
e ha
s al
so b
een
an u
pwar
d tre
nd in
per
cent
ad
vanc
ed in
sci
ence
and
soc
ial s
tudi
es.
The
gap
betw
een
low
risk
and
hig
h ris
k ha
s w
iden
ed
slig
htly
.Th
ere
is ty
pica
lly n
o dr
op o
ff am
ong
late
r coh
orts
.
510152025(mean) p_l4_SC_g08_all
2003
2004
2005
2006
2007
2008
year
Hig
h R
isk
Low
Ris
kM
oder
ate
Ris
k
% A
dvan
ced
- Low
, Mod
erat
e &
Hig
h R
isk
Gro
ups
SC G
rade
8 A
chie
vem
ent T
rend
s in
Sci
ence
510152025(mean) p_l4_SS_g07_all
2003
2004
2005
2006
2007
2008
year
Hig
h R
isk
Low
Ris
kM
oder
ate
Ris
k
% A
dvan
ced
- Low
, Mod
erat
e &
Hig
h R
isk G
roup
sSC
Gra
de 7
Ach
ieve
men
t Tre
nds
in S
ocia
l Sci
ence
Res
ults
: SC
(con
t.)
Rea
ding
and
mat
h ga
ins
are
smal
ler o
r non
-exi
sten
t.Th
e ga
p be
twee
n hi
gh a
nd lo
w-r
isk
scho
ols
has
been
sta
ble.
Ther
e is
no
evid
ence
that
hig
h-ris
k sc
hool
s ar
e ho
ldin
g st
uden
ts b
ack
in s
cien
ce a
nd s
ocia
l stu
dies
in
ord
er to
pro
mot
e re
adin
g an
d m
ath.
1020304050(mean) p_prof_E_g05_all
2003
2004
2005
2006
2007
2008
year
Hig
h R
isk
Low
Ris
kM
oder
ate
Ris
k
% P
rofic
ient
- Lo
w, M
oder
ate
& H
igh
Ris
k G
roup
sS
C G
rade
5 A
chie
vem
ent T
rend
s in
ELA
152025303540(mean) p_prof_E_g07_all
2003
2004
2005
2006
2007
2008
year
Hig
h R
isk
Low
Ris
kM
oder
ate
Ris
k
% P
rofic
ient
- Lo
w, M
oder
ate
& H
igh
Ris
k G
roup
sS
C G
rade
7 A
chie
vem
ent T
rend
s in
ELA
20304050(mean) p_prof_M_g04_all
2003
2004
2005
2006
2007
2008
year
Hig
h R
isk
Low
Ris
kM
oder
ate
Ris
k
% P
rofic
ient
- Lo
w, M
oder
ate
& H
igh
Ris
k G
roup
sS
C G
rade
4 A
chie
vem
ent T
rend
s in
Mat
h
Res
earc
h St
rate
gy:
Phas
e Tw
o
Mot
ivat
ion:
Not
all
high
-ris
k sc
hool
s w
ith a
n in
cent
ive
to p
rom
ote
read
ing
and
mat
h ne
cess
arily
di
d so
. Th
us w
e ex
amin
e th
e sc
hool
-leve
l as
soci
atio
n be
twee
n pe
rform
ance
in re
adin
g &
m
ath
and
perfo
rman
ce in
sci
ence
, soc
ial s
tudi
es,
usin
g re
gres
sion
ana
lysi
s.
Dep
ende
nt v
aria
ble:
per
cent
pro
ficie
nt (o
r ad
vanc
ed) i
n sc
ienc
e or
soc
ial s
tudi
es
Inde
pend
ent v
aria
bles
:-p
erce
nt p
rofic
ient
in re
adin
g-p
erce
nt p
rofic
ient
in m
ath
-per
cent
min
ority
enr
ollm
ent
-per
cent
elig
ible
for f
ree
or re
duce
d-pr
ice
lunc
h
Con
tem
pora
neou
s va
lues
and
pre
-NC
LB v
alue
s of
th
e in
depe
nden
t var
iabl
es e
nter
the
equa
tion
(ther
eby
cont
rolli
ng fo
r inf
luen
ces
on a
chie
vem
ent
that
wer
e pr
esen
t prio
r to
NC
LB).
Coe
ffici
ents
on
inde
pend
ent v
aria
bles
are
est
imat
ed
sepa
rate
ly fo
r hig
h-st
akes
and
low
-sta
kes
scho
ols.
Bec
ause
sco
res
are
posi
tivel
y as
soci
ated
acr
oss
subj
ects
, evi
denc
e of
an
NC
LB-in
duce
d tra
de-o
ff ta
kes
the
form
of a
wea
ker (
thou
gh s
till p
ositi
ve)
asso
ciat
ion
amon
g hi
gh-r
isk
scho
ols
rela
tive
to lo
w-
risk
scho
ols.
Res
ults
: VA
Whe
n pe
rcen
t pro
ficie
nt in
sci
ence
or s
ocia
l stu
dies
is
the
depe
nden
t var
iabl
e, w
e ge
nera
lly fi
nd n
o si
gnifi
cant
diff
eren
ces
betw
een
high
-and
low
-ris
k sc
hool
s.H
igh-
risk
scho
ols
are
not s
acrif
icin
g th
e im
prov
emen
t we
see
in lo
w-r
isk
scho
ols
as m
ath
or
read
ing
scor
es in
crea
se.
Res
ults
: VA
(con
t.)W
hen
perc
ent a
dvan
ced
is th
e de
pend
ent v
aria
ble,
th
is is
no
long
er th
e ca
se.
As
mat
h an
d re
adin
g sc
ores
incr
ease
, soc
ial s
tudi
es a
nd s
cien
ce s
core
s do
not
incr
ease
as
muc
h as
in lo
w-r
isk
scho
ols.
- Typ
ical
diff
eren
ce a
t ele
men
tary
or m
iddl
e sc
hool
le
vel:
.1 to
.2 p
erce
ntag
e po
ints
for e
ach
perc
enta
ge p
oint
incr
ease
in re
adin
g or
mat
h sc
ores
.- T
ypic
al d
iffer
ence
for h
igh
scho
ol e
nd-o
f-cou
rse
exam
s: 1
for 1
.
Res
ults
: SC
Whe
n pe
rcen
t pro
ficie
nt in
sci
ence
or s
ocia
l stu
dies
is
the
depe
nden
t var
iabl
e, w
e fin
d a
sign
ifica
nt
diffe
renc
e be
twee
n hi
gh-a
nd lo
w-r
isk
scho
ols
in
abou
t hal
f the
gra
des.
Typi
cal m
agni
tude
: .1
to .2
per
cent
age
poin
ts fo
r ea
ch 1
per
cent
age
poin
t inc
reas
e in
read
ing
or
mat
h.M
ost o
f the
se e
ffect
s sh
ow u
p in
con
nect
ion
with
el
emen
tary
sch
ool r
eadi
ng, s
ugge
stin
g th
at in
the
low
est g
rade
s th
ere
is a
n em
phas
is o
n re
adin
g th
at
disp
lace
s ot
her i
nstru
ctio
n. A
chie
vem
ent i
n ot
her
subj
ects
cat
ches
up
by m
iddl
e sc
hool
.
Res
ults
: SC
(con
t.)
Whe
n pe
rcen
t adv
ance
d is
the
depe
nden
t var
iabl
e,
diffe
renc
es b
etw
een
high
-and
low
-ris
k sc
hool
s ar
ise
in m
ost g
rade
s fo
r bot
h sc
ienc
e an
d so
cial
stu
dies
.- T
ypic
al d
iffer
ence
: .1
to .2
per
cent
age
poin
ts fo
r ea
ch p
erce
ntag
e po
int i
ncre
ase
in re
adin
g or
mat
h sc
ores
.
Con
clus
ions
from
Pha
se T
wo
Ther
e is
littl
e in
dica
tion
that
impr
ovem
ents
in m
ath
or re
adin
g ar
e ac
hiev
ed b
y lo
wer
ing
the
perc
enta
ge
of s
tude
nts
prof
icie
nt in
soc
ial s
tudi
es o
r sci
ence
.Th
e st
rong
est e
vide
nce
aris
es in
con
nect
ion
with
gr
ade-
scho
ol re
adin
g in
SC
, but
is la
rgel
y go
ne b
y m
iddl
e sc
hool
.Th
ere
is e
vide
nce
of a
trad
e-of
f affe
ctin
g th
e pe
rcen
tage
of s
tude
nts
at th
e ad
vanc
ed le
vel.
Sum
mar
y
In g
ener
al, s
cien
ce a
nd s
ocia
l stu
dies
ach
ieve
men
t ha
s be
en ri
sing
as
fast
in h
igh-
risk
scho
ols
as lo
w-
risk
scho
ols,
if n
ot fa
ster
.D
evia
tions
from
this
pat
tern
are
mod
est a
nd a
rise
mos
tly a
t the
adv
ance
d le
vel,
whe
re th
e nu
mbe
r of
stud
ents
is m
uch
smal
ler t
han
the
perc
enta
ge
prof
icie
nt.
Rel
ativ
e ga
ins
of h
igh-
risk
scho
ols
in s
cien
ce a
nd
soci
al s
tudi
es e
qual
or e
xcee
d th
eir r
elat
ive
gain
s in
re
adin
g or
mat
h. T
his
is n
ot c
onsi
sten
t with
the
hypo
thes
is th
at th
e fo
rmer
are
bei
ng s
acrif
iced
to
prom
ote
the
latte
r.
In h
igh-
risk
scho
ols
whe
re m
ath
and
read
ing
scor
es
have
incr
ease
d, th
ere
has
been
a te
nden
cy fo
r sc
ienc
e an
d so
cial
stu
dies
not
to im
prov
e as
muc
h as
els
ewhe
re.
The
effe
cts
are
mod
est (
.1 to
.2
perc
enta
ge p
oint
s fo
r eac
h 1
perc
enta
ge p
oint
gai
n in
read
ing
or m
ath)
.
Thes
e fin
ding
s m
ay n
ot g
ener
aliz
e to
sta
tes
whe
re
scie
nce
and
soci
al s
tudi
es a
re n
ot p
art o
f the
sta
te
acco
unta
bilit
y sy
stem
. Th
us, t
here
may
be
stat
es
whe
re N
CLB
is lo
wer
ing
scie
nce
and
soci
al s
tudi
es
achi
evem
ent s
igni
fican
tly.
But
this
nee
d no
t ha
ppen
, as
the
exam
ples
of S
C a
nd V
A s
how
.
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